A student?s learning disability is not
readily apparent, since a learning disability represents an
interference of information processing; such as visual,
auditory, perceptual, or language. Due to the ?hidden nature? of
this disability, the student may be accused of ?faking? or
?being lazy.?

Students with learning disabilities
are not developmentally disabled or otherwise lacking
intellect. The student with
a learning disability only process information differently from
the norm. Sometimes a student may have a poor
self-concept from previous failure and frustration. Most of
these students exhibit a high level of inconsistency in the way
they perform. For example, Nelson Rockefeller learned to speak
fluently in several languages, but he had to have his speeches
written out in large letters and spaced in such a way that he
could decipher them when giving speeches. Thomas Edison,
Albert Einstein, Leonardo de Vinci, Nelson Rockefeller, Bruce
Jenner and Agatha Christie all have or had learning
disabilities.

Learning disabilities are so
individualized that any generalization about specific signs or
symptoms is of limited value. Each student will be better able
to describe how he or she functions in relation to his or her
learning disability.

The college instructor should keep in
mind that the learning disabled student?s needs center around
information processing. Students with learning disabilities have
trouble taking information in through one or more of the senses
and expressing that information accurately. The information
often gets ?scrambled.? These students may have difficulty with
discriminating differences between two like sounds, symbols, or
objects. The brain often does not adequately store the
information, resulting in what appears to be poor memory. Thus,
it is important that students with learning disabilities receive
and transmit information in a format that works best for them.
This often includes multi-sensory teaching modes utilizing
visual, auditory and kinesthetic learning pathways.

Dysgraphia
Some students with learning disabilities are unable to
communicate effectively through printing or cursive writing. This condition may
manifest itself in written work that appears careless, often
including excessive spelling errors. Some of these students may
be able to use a computer for written
communications.
www.lanatl.org/aboutld/parents/ld_basics/dysgraphia.asp

Written expression
Disorder of written expression is a childhood condition
characterized by poor writing skills. Although no
systematic studies of the prevalence of this disorder have been
conducted, it is believed to be about 6%, or as common as
learning and reading disorders. Children with disorder of
written expression have trouble with spelling, make frequent
errors in punctuation and grammar, and have poor handwriting.
http://www.minddisorders.com/Del-Fi/Disorder-of-written-expression.html

Auditory Processing
Students with Auditory
Processing disabilities for all practical purposes will be
"lecture deaf" (oral receptive dysphasia). Many of the
adaptive techniques that assist deaf students will also assist
these students - note takers, films, role playing, captioned
videotapes and other visual materials.
http://www.ldonline.org/article/6390#anchor528829

Sequencing
Some students have difficulty with
visual and auditory sequencing tasks (e.g. spelling or mathematics) and
following step-by-step instructions. For these students it helps
to break up tasks into smaller parts. Additional tutoring in
math and/or spelling may be required.
http://www.ldonline.org/glossary

Like students without
learning disabilities, each student with a learning disability
has a distinct combination of abilities and deficiencies and
will vary from minimal to severe. It is important to note
that students with learning disabilities will display a cluster,
and not all, of the following characteristics. Student who
exhibit many of the behaviors listed below should be referred to
the Office of Disability Support Services (ODSS).
Instructors are encouraged to consult with ODSS staff before
making a referral.

Faculty is not expected to lower
their standards of teaching excellence. If you suspect that a student in your
class has a learning disability, ODSS can refer the student to
an agency outside of LCC for diagnosis. Many institutions of
higher education require current documentation (within the past
3-5 years) in order to provide accommodations for students.

Specific accommodations
will need to be individually tailored because LD students will
vary depending on their types and degrees of learning
difficulty. Usually, a
combination of adaptive methods is the best approach. Many
adaptations used for LD students are the same as for some other
disabilities.

Classroom
accommodations are determined by Office of Disability Support
Services staff based upon documentation provided by the student.
The student will give an Instructor Memo to the faculty member
which details appropriate accommodations.

Be open to students
tape recording lectures.

Appeal to as many
senses as possible when presenting subject matter.
This will enhance the many ways in which LD students learn.
Concepts can be strengthened by using sounds and visual
aids.